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Universal Instructional Design Implementation Guide Credits The Universal Instructional Design Implementation Guide Credits Written by: Jaellayna Palmer Project Manager and Instructional Designer Universal Instructional Design Project Teaching Support Services University of Guelph Aldo Caputo Manager Learning Technology & Courseware innovation Teaching Support Services University of Guelph Designed by: Doug Schaefer Graphic Designer Teaching Support Services University of Guelph Funded by: The Learning Opportunities Task Force Ministry of Training, Colleges and Universities, Government of Ontario 2002-03 Acknowledgements Teaching Support Services would like to acknowledge and offer thanks to the following contributors to this project: • The Learning Opportunities Task Force, Ministry of Training, Colleges and Universities, Government of Ontario, which provided funding during 2002-03. • Linda Yuval, Research Assistant for the UID project, and her advisor, Professor Karen Korabik, Department of Psychology, University of Guelph. • Personnel within the Centre for Students with Disabilities, and the Learning Commons, University of Guelph. • Professors and TAs who participated in our course projects. • Students who volunteered to participate in the UID project and who provided their feedback. Universal Instructional Design Implementation Guide ii Table of Contents Universal Instructional Design ......................................................................................................................1 Universal Instructional Design Principles (Poster) ........................................................................................4 UID Principle 1 .............................................................................................................................................5 UID Principle 2 .............................................................................................................................................6 UID Principle 3 .............................................................................................................................................7 UID Principle 4 .............................................................................................................................................7 UID Principle 5 .............................................................................................................................................8 UID Principle 6 .............................................................................................................................................9 UID Principle 7 .............................................................................................................................................10 References .....................................................................................................................................................12 APPENDIX: Worksheet ...............................................................................................................................13 Universal Instructional Design Implementation Guide iii Universal Instructional Design What is Universal Instructional Design? The term “Universal Design” originated in the physical world, where domains such as architecture and industrial design have endorsed goals for their designs that include flexibility, consistency, accessibility, explicitness, and supportiveness. UID applies these very same principles to teaching and learning. UID is not just about accessibility for persons with a disability – it’s about truly universal thinking – considering the potential needs of all learners when designing and delivering instruction. Through that process, one can identify and eliminate barriers to teaching and learning, thus maximizing learning for students of all backgrounds and learner preferences, while minimizing the need for special accommodations and maintaining academic rigour. Why Consider UID? As we know from our own experiences, and research, a variety of factors affect a learner’s ability to learn, such as a learner’s preferred strategies or styles. tioning tors chological fac Physical/cognitive func Physical/cognitive Learner preferences/strategies Social/psy Some students learn best when: • using visual materials • engaging in hands-on learning • watching or listening • working individually • working in groups • using creative thinking: dealing with ambiguous problems • using linear thinking: dealing with concrete information Social and psychological factors that impact learning can include: • being in an unfamiliar culture • having major life commitments outside academic life • anxiety or stress disorders Physical or cognitive barriers that impact learning can include: • physical condition such as hearing or vision loss, or mobility impairment • a learning disability Universal Instructional Design Implementation Guide UID as a strategy considers the potential needs of all learners in the design and delivery of instruction. While it would be undesirable, not to mention impossible, to design individual instruction for this matrix of possibilities, UID offers strategies that remove barriers and provide flexibility to enable students to access learning in ways that make sense for them. UID is consistent with universally-recognized principles of good teaching (Chickering & Gamson) that have been proven to enhance learning for all students, and it has been demonstrated by research at the University of Guelph to create conditions conducive for learning (UID project research report). Finally, it helps us meet the spirit of emerging legislation on accessibility, and minimizes the need for special accommodations. Sue is visually impaired and has an assignment to critique a journal article on reserve in the library. Through her entitlement to individual accommodations, she is provided with someone to read her the article or perhaps to transcribe it so that it can be read to her through JAWS. Applying UID principles, the professor might do one or more of the following: (1) provide a link to an electronic version of the article; (2) provide an audio clip; or (3) allow students to select their own articles for the assignment. As a result, access has been improved for all students, including Joe (who is ill at home) and Mary (who is mature student away on a business trip). We realize that in the practical world there may be limits to what you or your educational institution can do. We also recognize that some changes will take time, no matter how much you may support them. Therefore, we offer this implementation guide to help you move forward in a manner appropriate for your own working environment. Robin is hearing impaired and attends an economics class in a large lecture hall. The professor asks students to form in-class discussion groups. Robin is disadvantaged because he cannot discriminate sounds within the auditory chaos. Also marginalized is Terry, in a wheelchair in the back row, and Sherri, a student with a learning disability who needs time to formulate her ideas. Applying UID principles, the professor might instead do one or more of the following: (1) suggest questions for consideration in advance of the class; (2) provide an asynchronous electronic forum for student contributions; or (3) use class time to debrief and then give students time in class to write a one-minute reflective paper. The History of UID at Guelph In 2002 the University of Guelph, through Teaching Support Services (TSS), received funding from the Provincial Government’s Learning Opportunities Task Force to undertake a study of Universal Instructional Design (UID) principles. We began with the central premise of UID – that when courses are developed and presented in keeping with these principles then the learning of all students (including those with disabilities) is enhanced. We also began with these assumptions and related questions: • Sometimes there are barriers to pursuing one’s education – can these be reduced? • People have a variety of needs and capabilities – can this be the basis for inclusion rather than exclusion? • Diversity is good and desirable – can this be anticipated and even encouraged? • UID principles benefits all our learners – can we systematically apply UID principles to our teaching and learning experiences? Universal Instructional Design Implementation Guide Our methodology involved action-research, and included these major components: • Articulate UID principles based on principles already established in the physical realm (architecture, city planning, etc.). • Select professors and courses willing to use UID principles in making changes to curriculum, materials and delivery. Offer them financial, technical and pedagogical support. • Assess the effect on students, professors, teaching assistants and others impacted by these changes. • Share successes, results and lessons-learned with the broader community. This has been happening through dozens of presentations and workshops throughout North America and now through this manual. How This Manual Has Been Designed We do not claim to have all of the answers, to know your organization’s present situation or resources, or to know your individual role. Therefore, we suggest that you use thisImplementation Manual as a guide to assessing your current situation and to making solid, concrete plans following consultation with others. We are also working from the premise that within your daily interactions with students (whatever your role) you are already modeling many aspects of "good practice."
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